Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Sweden: The Otherization of the Descendants of Immigrants
Stockholm University, Faculty of Social Sciences, Department of Social Anthropology. Södertörn University, Sweden.
Stockholm University, Faculty of Social Sciences, Department of Education.
Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.ORCID iD: 0000-0002-2001-6136
Show others and affiliations
2019 (English)In: The Palgrave Handbook of Race and Ethnic Inequalities in Education / [ed] Peter A. J. Stevens, A. Gary Dworkin, Palgrave Macmillan, 2019, 2, no 0721474136, p. 999-1034Chapter in book (Refereed)
Abstract [en]

This chapter offers a systematic review of the literature on educational inequality and school attainments of immigrants’ offspring in Sweden. The review covers research conducted between 1990 and 2015 and critically examines how different research traditions explain this inequality. The chapter begins by mapping the key characteristics of the Swedish educational system together with Swedish immigration patterns. Thereafter, five major research traditions that explain educational inequality and ethnic background in Sweden are presented. These perspectives include (1) political arithmetic; (2) racism and discrimination; (3) language proficiency tradition; (4) school choice and school segregation; and (5) cultural and social capital and socio-historical contexts. The ‘political arithmetic’ tradition, which starts mainly from a positivistic approach and employs large-scale, quantitative research strategies, has focused on the individual and demographic characteristics of pupils. The main assumption of the other research clusters is that there are important contextual circumstances (beyond individual factors) which decisively affect the educational achievements of the descendants of immigrants. While often dominated by qualitative approaches, these types of research do sometimes include quantitatively designed studies. These research traditions take a more critical stance on government policies, which have produced an extremely segregated school system, and show the consequences of a concentration of children of families from vulnerable groups (economically disadvantaged and immigrant groups in marginalized neighborhoods) in schools with limited resources.

Place, publisher, year, edition, pages
Palgrave Macmillan, 2019, 2. no 0721474136, p. 999-1034
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:su:diva-171215DOI: 10.1007/978-3-319-94724-2_23ISBN: 978-3-319-94723-5 (print)ISBN: 978-3-319-94724-2 (electronic)OAI: oai:DiVA.org:su-171215DiVA, id: diva2:1339389
Available from: 2019-07-29 Created: 2019-07-29 Last updated: 2019-07-29Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full text

Search in DiVA

By author/editor
Behtoui, AlirezaHertzberg, FredrikJonsson, Rickard
By organisation
Department of Social AnthropologyDepartment of EducationDepartment of Child and Youth Studies
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

doi
isbn
urn-nbn

Altmetric score

doi
isbn
urn-nbn
Total: 103 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf